At Stevenson’s Carmel Campus, the Middle Division operates on the principle that shaping young adolescents requires intentional focus on both academic growth and character development. Dean of Students Tyler Brown coordinates many of these efforts, working alongside faculty to create an environment where students are consistently challenged to understand themselves, their community, and what it means to show up as their best selves.
“We are continually focused on shaping students and supporting their growth in meaningful and intentional ways,” Brown said.
Learning Beyond the Classroom
Each grade level engages in experiences that bring learning to life in meaningful ways. Grade 6 students recently completed a World’s Fair project, while Grade 7 immersed themselves in a Great Depression simulation spanning math and history classes. Grade 5 students connected via Zoom with authors of books they’re reading for English class. Looking ahead to spring, Grades 7 and 8 will participate in a rafting experience that builds outdoor skills and strengthens bonds across grade levels.
In Grade 5 Art, students are wrapping up their Big Heads project—a unique experience focused on identity and self-reflection. Students translate who they are into visual form by including the things that inspire them, matter most to them, or help define them. Whether it’s an animal, a hobby, a personal interest, a future career goal, or representing their heritage, skin tone and hair style, students create thoughtful, expressive pieces.
Weekly assemblies provide opportunities for fun and connection through class competitions, including a recent gingerbread house competition won by DiPietro Advisory, who earned an advisory lunch as their prize. Athletics remain central to the Middle Division experience, with most eligible students participating in weekly competitions that build teamwork and resilience.
Community Engagement
Community engagement electives in grades 7 and 8 recently led a full-campus effort to support over 15 local families experiencing food insecurity during the holiday season. While overseen by faculty member Amy Spencer, the project was organized with significant support from middle school students. An Upper Division advisory also joined the effort, demonstrating the power of community when all divisions work together to create meaningful impact for local families.
Preparing for Transitions
Grade 8 students are currently navigating an important transition year. Shadow days have introduced them to the Upper Division experience, and interviews with Upper Division leadership are scheduled to begin in February. These structured touchpoints help students prepare for the academic and social expectations they’ll encounter on the Pebble Beach campus.
Exploring Leadership and Integrity
A new Grade 7 Leadership elective has sparked thoughtful conversations about how leadership is formed and what it looks like within the school community. Students recently explored a challenging scenario: What happens when a group benefits from breaking a rule, no one is harmed, the outcome is successful, and the group is praised – but the choice itself violated expectations?
The discussion pushed students to examine uncomfortable questions: When do results stop justifying actions? Is integrity still integrity if no one finds out? How do leadership choices impact trust and future decisions?
Through these conversations, students generated their own list of leadership qualities: leading by example, listening and caring for others, honesty and accountability, bravery and educated risk-taking, dependability, approachability, optimism, confidence paired with humility, the ability to see multiple perspectives, and learning from mistakes.
“Leadership isn’t proven when it’s easy or when everyone agrees,” Brown told students. “It shows up when the cost is real.”
Shaping School Culture
During Flex Period, students engage in ongoing conversations about how they show up in the community. These discussions challenge students to lead with inclusion, kindness, and accountability. “This work is ongoing and never truly finished,” Brown noted. “Our hope is that students are striving to show up as their best selves as consistently as possible.”
Individual support remains equally important. Students have access to trusted adults who can help them navigate the challenges of this developmental stage, providing a safe space for connection and guidance.
Understanding Academic Feedback
Following the first grade reports of the year, students worked to unpack what grades mean and what they don’t. “We emphasize that grades are one piece of a larger puzzle and serve as a tool for accountability and reflection,” Brown explained. “They help us identify where students may need additional support and how we, as educators, can best assist them moving forward.”
Family Partnership
The Middle Division encourages families to engage with the conversations happening at school. Parents are invited to ask their children about the scenarios explored in Leadership class, which leadership qualities resonated most with them, and how they’re thinking about their role in the community.
“These conversations at school and at home help reinforce that leadership is not about being perfect, but about being reflective, accountable, and willing to learn,” Brown shared with families.
Brown remains available to connect with parents who notice patterns, trends, or concerns they’d like to discuss. “I am deeply grateful for the faculty and staff who show up every day to help raise and support these students within such a special community,” he said.
From experiential learning projects to conversations about integrity, the Middle Division creates an environment where young adolescents can develop the academic skills, character, and self-awareness they’ll carry with them throughout their lives.
